Primary School Pre-service Teachers’ Use of Multiple Representations in Basic Chemistry Concepts

Şen M.

5th International Conference on Science, Mathematics,Entrepreneurship and Technology Education, Balıkesir, Turkey, 17 - 19 May 2025, pp.1, (Summary Text)

  • Publication Type: Conference Paper / Summary Text
  • City: Balıkesir
  • Country: Turkey
  • Page Numbers: pp.1
  • TED University Affiliated: Yes

Abstract

Primary School Pre-service Teachers’ Use of Multiple Representations in Basic Chemistry Concepts

Chemistry topics (e.g., atoms) are challenging to understand because they are not directly observable. These difficult concepts can be learned if people interact with multiple representations (MR), which involve using more than one representation (e.g., text, graph, formula)

Students are also expected to use MR in science learning, and it is better to use MR in the early years of schooling (i.e., primary school). Therefore, in-service and pre-service primary school teachers (PST) should know using different representation types (e.g., visual). However, there is a scarcity of research examining primary school PSTs’ use of MR in basic chemistry topics. Therefore, this study aims to understand primary school PSTs’ use of multiple representations, including text, visual, symbol, and formula regarding atom, compound, element, and molecule concepts.  

In total, 24 freshmen participated in the study. Data was collected by use of open-ended questions to reveal participants’ descriptions, drawings, and the use of formulas/symbols in the corresponding chemistry concept. The data was analyzed through open coding and constant comparative analysis.

Findings showed that participants could successfully describe the atom concept in general (83%). However, they had difficulty in describing molecule (17%), compound (12% for water and 4% for salt), and element (21%) concepts. Likewise, participants could not correctly draw basic chemistry concepts. Regarding the use of symbols and formulas, participants had difficulty using symbols for atoms (29%). However, they were relatively more successful in using symbols and formulas for molecules (58%), compounds (92% for water, 71% for salt), and elements (75%). Overall, participants’ use of MR was found to be limited, and they need to be supported in using MR. In this way, they can improve their MR competency and use it in their future classes to increase student success.

Keywords: Basic Chemistry Concepts, Multiple Representations, Primary School Pre-service Teachers